DANCE HISTORY CURRICULUM

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DANCEHISTORYCURRICULUMMiddle Township Public Schools216 S. Main StreetCape May Court House, NJ 08210Born On Date: September 20171

Table of ContentsAcknowledgements .1Introduction . .2Course Description .2Pacing Guide .3-5Unit Plans .6-35Unit 1-Prehistory & Ancient Times .6-11Unit 2- Dance in the Church &Court . .12-17Unit 3- Romantic & Classical Ballet .18-23Unit 4- American Dance & the Early 1900’s . . 24-29Unit 5- Dance from 1930’s to Today . .30-35Curricular Map of High School Student Learning Standards for Dance History 36-44AcknowledgementsDr. David SalvoSuperintendentDr. Toni LehmanFrank RiggitanoDirector of Curriculum and InstructionPrincipal, Middle Township High SchoolHigh School Dance Curriculum Work CommitteeMorgan PhillipsCurriculum Formatting and CompilationVictoria Villano-Tirado2

IntroductionIn technique and dance history classes, students gain a deeper understanding of dance as an art formand leave the course with a bigger appreciation for dance.Course DescriptionDance History is designed to provide students with a significant background in dance genres, danceinfluencers, famous dance pieces, and history. Students will study dance vocabulary, dance genres,dance eras, and explore their creativity abilities in the classroom.3

Pacing GuideUNIT TITLE1- Prehistory andAncient TimesENDURING UNDERSTANDINGSThe very beginning of dance movement and how it began to evolve.How ritual dances were apart of daily life through the stone, iron, bronze age.Dance was associated with various beliefs in gods and supernatural forces.Dance was used for communication.Dances themes were based on lifespan events and celebrations.The early dance formations and concepts.Early accompaniment and costumes that evolved into what we have andknow today.NJSLSVPADA.CN.10.1.I.a 1.I.aTIMEFRAME1-2 ry:RH.9-10.2 & 3Ancient Greece, Egypt, Crete, and Rome developed major architecturestatues that assisted with the arts.Dancers and personalities controlled who danced and what the dances wereabout.The first group of trained dancers began during the ancient era.Dance designs became more complex in Egypt.Accompaniment and costumes became more elaborate during ancient times.Artifacts from Ancient times show proof of dances and dance formations.2- Dance in theChurch andCourtClassify the characteristics of dance in the church and court.Identify and discuss the major contributors from eras.4VPADA.CN.10.1.I.a &bDA.CN.11.1.I.a1-2 months

Understand and elaborate on the transition from court to theatre.DA.CR.1.1.I.aDA.CR.2.1.I.aDA.RE.7.1.I.a & .5.E.18.1.12.E.1Interdisciplinary:RH.9-10.2, 7, & 93- Romantic andClassical BalletIdentify the three eras of ballet through costumes, movement,accompaniment, and dance works.Identify and elaborate on the major contributors of the ballet eras.Execute and identify the order of a ballet class and the basic arm and feetpositions.The timeline of ballet in the 19th and 20th centuries.Identify the major ballet works of ballet history.VPADA.CN.10.1.I.a .I.a3-4 disciplinary:RH.9-10.7 & 94- AmericanDance and theEarly 1900’sIdentify major events in the United States that reflects upcoming dance genre(i.e., The Great Depression, Prohibition, World War I etc).5VPADA.CN.10.1.I.a &bDA.CN.11.1.I.a1-2 months

How social dance evolved since the 19th century.How dances in the early 1900’s influenced dance today.Identify the major contributors-dancers, choreographers, and composers.DA.CR.1.1.I.aDA.CR.2.1.I.aDA.RE.7.1.I.a & 1.4.12.B.3Identify the major dance genres in the 1920’s.The major dance works of the 1900’s.Interdisciplinary:RH.9-10.2, 7, & 95- Dance from1930’s to TodayCompare and contrast Ballet from the 18th, 19th, and 20th Century toemerging ballet in 1940’s.How the major events including World War II and Great Depression effecteddance.How and when Broadway took the stage and musical movies hit the cinemas.The major contributors in ballet, modern, Broadway, and jazz dance.VPADA.CN.10.1.I.a 1.I.a & .5.E.18.1.12.E.1How social dance evolved since the 1920s.Interdisciplinary:RH.9-10.2, 7, & 962-3 months

Unit PlansGrade(s) 9-12Content Area:Dance HistoryUnit Plan Title:Unit One: Prehistory and Ancient TimesOverview/RationaleIn this unit, students will explore the history and meaning of dance, from its humble beginnings through Ancient times. The studentswill be studying three different eras in the history of dance, while also learning about different cultures and areas of dance.Visual and Performing Arts Standard(s)/Strand(s)Creating: Generate and conceptualize artistic ideas and work. Organize and develop artistic ideas and work.DA:Cr1.1.I : (a) Explore a variety of stimuli for sourcing movement to develop an improvisational or choreographed dance study. Analyze the processand the relationship between the stimuli and the movement.DA:Cr2.1.I : (a) Collaborate to design a dance using choreographic devices and dance structures to support artistic intent. Explain how to dancestructures clarify the artistic intent.Responding: Criteria for evaluating artistic work.DA: Re9.1.I : (a) Analyze the artistic expression of a dance. Discuss insight using evaluate criteria and dance terminology.Connecting: Synthesize and relate knowledge and personal experiences to make art. Realistic ideas and works with societal, cultural, and historicalcontext to deepen understanding.Cn10.1.I : (a) Analyze a dance to determine the ideas expressed by the choreographer. Explain how the perspectives expressed by the choreographermay impact one’s own interpretation. Provide evidence ti support one’s analysis. (b) Collaboratively identify a dance related question or problem.Conduct research through interview, research database, text, media, or movement. Analyze and apply information gathered by creating a groupdance that answers the question posed. Discuss how the dance communicates new perspective or realizations. Compare orally and in writing theprocess used in choreography to that of other creative, academic, or scientific procedures.Cn11.1.I : (a) Analyze and discuss dances from selected genres or styles and/or historical time periods, and formulate reasons for the similarities and7

differences between them in relation to the ideas and perspectives of the peoples from which the dances originate.VPA Cumulative Progress Indicator(s) and Number(s) (Established Goals)1.2.12.A.1 Determine how dance, music, theater, and visual art have influenced world cultures throughout history.1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in varioushistorical eras.Technology Standard(s)8.1.2.A.2 Create a document using word processing application.8.1.5.A.5 Create and use a database to answer basic questions.Interdisciplinary Standard(s)RH.9-10.2. Determine the theme, central ideas, key information and/or perspective(s) presented in a primary or secondary source; provide an accuratesummary that makes clear the relationships among the key details and ideas.RH.9-10.3. Analyze in detail a series of events described in a text; draw connections between the events, to determine whether earlier events caused laterones or simply precede them.Enduring Understandings: (What are the big ideas? What specific understandings about them are desired? What misunderstandingsare predictable?)Students will be able to recall and utilize information on the following key concepts: The very beginning of dance movement and how it began to evolve How ritual dances were apart of daily life through the stone, iron, bronze age Dance was associated with various beliefs in gods and supernatural forces Dance was used for communication Dances themes were based on lifespan events and celebrations The early dance formations and concepts Early accompaniment and costumes that evolved into what we have and know today8

Ancient Greece, Egypt, Crete, and Rome developed major architecture statues that assisted with the artsDancers and personalities controlled who danced and what the dances were aboutThe first group of trained dancers began during the ancient eraDance designs became more complex in EgyptAccompaniment and costumes became more elaborate during ancient timesArtifacts from Ancient times show proof of dances and dance formationsEssential Question(s) :What was society like during prehistoric and ancient times?What is a ritual dance? How was a ritual dance used during the prehistoric era?What was dance used for in the prehistoric era?What are lifespan dances?What was society like in Ancient Greece? What did they contribute to dance?What was society like in Ancient Crete?Who was allowed to dance during ancient times? What genre(s) of dance did they perform?How did dances, costumes, and accompaniment become more complex?In this unit plan, the following 21st Century themes and skills are addressed:Check all that apply.Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in thisunit by marking E, T, A on the line before the appropriate skill.21 s t Century ThemesXX21 s t Century SkillsGlobal AwarenessECritical Thinking & Problem SolvingEnvironmental LiteracyECreativity and InnovationHealth LiteracyECollaboration, Teamwork and Leadership9

Civic LiteracyECross-Cultural and Interpersonal CommunicationFinancial, Economic, Business andEntrepreneurial LiteracyECommunication and Media FluencyEAccountability, Productivity and EthicsIn this unit plan, the following Career Ready Practices are addressed:Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.ECRP1. Act as a responsible and contributing citizen and employeeECRP2. Apply appropriate academic and technical skillsCRP3. Attend to personal health and financial well-beingECRP4. Communicate clearly and effectively with reasonCRP5. Consider the environmental, social and economic impacts of decisionsTCRP6. Demonstrate creativity and innovationECRP7. Employ valid and reliable research strategiesECRP8. Utilize critical thinking to make sense of problems and persevere in solving themECRP9. Model integrity, ethical leadership, and effective managementECRP10. Plan education and career paths aligned to personal goalsTCRP11. Use technology to enhance productivity10

CRP12. Work productively in teams while using cultural global competenceStudent Learning Goals/Objectives: (What key knowledge and skills will students acquire as a result of this unit? What should they eventually be ableto do as a result of such knowledge and skill?)Students will know . How society influenced dance during the prehistoric and Ancienttimes. How dance evolved from the prehistoric era through Ancient times. How lifespan dances and ritual dances were the earliest danceforms. How costumes, adornments, and accompaniment influenceddancers and movement.Students will be able to (do) Discuss and identify the lifespan and ritual dances during theprehistoric and Ancient times. Discuss and identify genres and movement characteristics from theprehistoric and Ancient times era.Assessment Evidence:Performance Tasks: Create their own form of ritual dance as a group Prehistoric to Ancient times timeline project as groupOther Assessment Measures: Weekly journal entries, reflecting on movement in class (if any) andself-assessment. Daily participation Daily notes Current Events (every other week) Daily readings from textbook and handouts from online data bases. Homework will be assigned daily from textbooks, online data bases,links from interactive text. Quizzes will be given throughout the unit. End of Unit TestTeaching and Learning Actions: (What learning experiences and instruction will enable students to achieve the desired results?11

Consider how will the design will:W Help the students know Where the unit is going and What is expected? Help the teacher knowWhere the students are coming from (prior knowledge and interests)?Students will create their own ritualH Hook all students and Hold their interest?dance as a group. Students will performE Equip students, help the Experience the key ideas and Explore the issue?their ritual dances in front of the classR Provide opportunities to Rethink and Revise their understandings and work?and will have a written component.E Allow students to Evaluate their work and its implications?Students will create a historical timelineT be Tailored (personalized to the different needs, interests and abilities of learners?for both the prehistoric and Ancient times O be Organized to maximize initial and sustained engagement as well as effective learning?eras. Students will work with a partner orgroup for this assignment.Instructional Strategies and Activities D Preferred seating, additional study guides,assignment adjustments and extended times onquizzes, tests and assignments.ResourcesKassing, Gayle. History of Dance: An Interactive Arts Approach. Champaign, IL: Human Kinetics, 2007. Print.YouTube:Medieval Dance https://www.youtube.com/watch?v EXAKNgMF0tgThe Egyptian Folk Dance Troupe https://www.youtube.com/watch?v 08fm4-UtdLwGreek Traditional Dances from All Over Greece https://www.youtube.com/watch?v Y9zxWuczQgsRitual Fire Dance-KellyJo- Radiant Hoops https://www.youtube.com/watch?v pkEIJVRwRxoCam Newton “Dabb On Em” Touchdown Dance Compilation 2015 https://www.youtube.com/watch?v 5mnyEkhQGcsSuggested Time Frame:1-2 months12

Grade(s) 9-12Content Area:Dance HistoryUnit Plan Title:Unit Two: Dance in the Church and CourtOverview/RationaleIn this unit, students will study the 16th through 19th Centuries. The key concepts the students will be learning for this unit include Court dancesand their main contributors, dance in the church, and the history of the Theatre.Visual and Performing Arts Standard(s)/Strand(s)Creating: Generate and conceptualize artistic ideas and work. Organize and develop artistic ideas and work.DA:Cr1.1.I : (a) Explore a variety of stimuli for sourcing movement to develop an improvisational or choreographed dance study. Analyze theprocess and the relationship between the stimuli and the movement.DA:Cr2.1.I : (a) Collaborate to design a dance using choreographic devices and dance structures to support artistic intent. Explain how to dancestructures clarify the artistic intent.Responding: Criteria for evaluating artistic work.DA:Re7.1.I : (a) Analyze recurring patterns of movement and their relationships in dance in context of artistic intent. (b) Analyze the use of theelements of dance in a variety of genres, styles, or cultural movement practices within cultural context to communicate intent. Use genre specificdance terminology.DA: Re8.1.I : (a) Select and compare different dances and discuss their intent and artistic expression. Explain how the relationships among theelements of dance, use of body, dance technique, and context enhance meaning and support intent using genre specific dance terminology.DA: Re9.1.I : (a) Analyze the artistic expression of a dance. Discuss insight using evaluate criteria and dance terminology.Connecting: Synthesize and relate knowledge and personal experiences to make art. Realistic ideas and works with societal, cultural, andhistorical context to deepen understanding.Cn10.1.I : (a) Analyze a dance to determine the ideas expressed by the choreographer. Explain how the perspectives expressed by thechoreographer may impact one’s own interpretation. Provide evidence ti support one’s analysis. (b) Collaboratively identify a dance relatedquestion or problem. Conduct research through interview, research database, text, media, or movement. Analyze and apply information gatheredby creating a group dance that answers the question posed. Discuss how the dance communicates new perspective or realizations. Compare13

orally and in writing the process used in choreography to that of other creative, academic, or scientific procedures.Cn11.1.I : (a) Analyze and discuss dances from selected genres or styles and/or historical time periods, and formulate reasons for the similaritiesand differences between them in relation to the ideas and perspectives of the peoples from which the dances originate.VPA Cumulative Progress Indicator(s) and Number(s) (Established Goals)1.2.12.A.1 Determine how dance, music, theater, and visual art have influenced world cultures throughout history.1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in varioushistorical eras.1.1.12.A.3 Choreograph and demonstrate a solo or group dance in one of the following contexts: gender, ethnicity, socio-economic status,politics, age, and physical conditioning, in relation to dance performances.1.4.12.B.3 Compare, contrast and define the role of dance creation and performance in global society.Technology Standard(s)8.1.2.A.2 Create a document using word processing application8.1.5.E.1 Use digital tools to research and evaluate the accuracy of, relevance and appropriateness of using print and non-print electronic informationsources to complete a variety of tasks.8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizinginformation from multiple sources.Interdisciplinary Standard(s)RH.9-10.2. Determine the theme, central ideas, key information and/or perspective(s) presented in a primary or secondary source; provide an accuratesummary that makes clear the relationships among the key details and ideas.RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text, to analyze informationpresented via different mediums.RH.9-10.9. Compare and contrast treatments of the same topic, or of various perspectives, in several primary and secondary sources; analyze how theyrelate in terms of themes and significant historical concepts.Enduring Understandings: (What are the big ideas? What specific understandings about them are desired? What misunderstandingsare predictable?)14

Students will be able to recall and utilize information on the following key concepts: Classify the characteristics of dance in the church and court. Identify and discuss the major contributors from eras. Understand and elaborate on the transition from court to theatre.Essential Question(s) : What was society like during this time period?How did the church use dance?Who was allowed to dance in the church?What is a dance master? What did the dance master do?Who were the entertainers in the church and court?What are the various court types?What were the popular court dances? Who danced these dances?How did formations, relationships, movement, costumes, and accompaniment mature during this time?How did Louis XIII contribute to dance and the theater?In this unit plan, the following 21st Century themes and skills are addressed:Check all that apply.Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in thisunit by marking E, T, A on the line before the appropriate skill.21 s t Century ThemesXX21 s t Century SkillsGlobal AwarenessECritical Thinking & Problem SolvingEnvironmental LiteracyECreativity and InnovationHealth LiteracyECollaboration, Teamwork and Leadership15

Civic LiteracyEFinancial, Economic, Business andEntrepreneurial LiteracyCross-Cultural and Interpersonal CommunicationCommunication and Media FluencyAccountability, Productivity and EthicsIn this unit plan, the following Career Ready Practices are addressed:Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.ECRP1. Act as a responsible and contributing citizen and employeeECRP2. Apply appropriate academic and technical skillsCRP3. Attend to personal health and financial well-beingECRP4. Communicate clearly and effectively with reasonCRP5. Consider the environmental, social and economic impacts of decisionsTCRP6. Demonstrate creativity and innovationECRP7. Employ valid and reliable research strategiesECRP8. Utilize critical thinking to make sense of problems and persevere in solving themECRP9. Model integrity, ethical leadership, and effective managementECRP10. Plan education and career paths aligned to personal goalsTCRP11. Use technology to enhance productivity16

CRP12. Work productively in teams while using cultural global competenceStudent Learning Goals/Objectives: (What key knowledge and skills will students acquire as a result of this unit? What should they eventually beable to do as a result of such knowledge and skill?)Students will know . The different genres and themes of court dance. Who was allowed to dance in the church and court. The different entertainers and their roles in the courtStudents will be able to (do) Discuss and identify the various court dances. Discuss and identify the difference between church and court danceforms. Elaborate and identify the entertainers and their roles in the court.Assessment Evidence:Performance Tasks: Group Project: Students will be assigned into groups and willresearch a specific court dance genre. Students will research thegenre, contributors, effect on society and how it influenced dancetoday. Students will then teach class dance genre and otherfindings.Other Assessment Measures: Weekly journal entries, reflecting on movement in class (if any) and selfassessment. Daily participation Daily readings from textbook and handouts from online data bases. Homework will be assigned daily from textbooks, online data bases, linksfrom interactive text. Vocabulary quizzes will be given throughout the unit. Paper assignment: Assigned court style from the 16th, 17th, or 18thCentury. End of Unit TestTeaching and Learning Actions: (What learning experiences and instruction will enable students to achieve the desired results?Instructional Strategies and Activities Students will create their own form ofConsider how will the design will:W Help the students know Where the unit is going and What is expected? Help the teacher knowWhere the students are coming from (prior knowledge and interests)?17

court dance in partners or smallgroups.D Preferred seating, additional study guides,assignment adjustments and extended timeson quizzes, tests and assignments.H Hook all students and Hold their interest?E Equip students, help the Experience the key ideas and Explore the issue?R Provide opportunities to Rethink and Revise their understandings and work?E Allow students to Evaluate their work and its implications?T be Tailored (personalized to the different needs, interests and abilities of learners?O be Organized to maximize initial and sustained engagement as well as effective learning?ResourcesKassing, Gayle. History of Dance: An Interactive Arts Approach. Champaign, IL: Human Kinetics, 2007. Print.YouTube:How to Dance Through Time: The Elegance of Baroque https://www.youtube.com/watch?v 9wlU4PP1eUIHistorical Dance https://www.youtube.com/watch?v fox-DOmGaGYSuggested Time Frame:1-2 months18

Grade(s) 9-12Content Area:Dance HistoryUnit Plan Title:Unit Three: Romantic and Classical BalletOverview/RationaleIn this unit, students will learn two of the three eras of ballet, Romantic and Classical. Students will be able to distinguish characteristics ofboth Romantic and Classical ballet through movement, costumes, music, and dance works.Visual and Performing Arts Standard(s)/Strand(s)Creating: Generate and conceptualize artistic ideas and work. Organize and develop artistic ideas and work.DA:Cr1.1.I : (a) Explore a variety of stimuli for sourcing movement to develop an improvisational or choreographed dance study. Analyze the processand the relationship between the stimuli and the movement.DA:Cr2.1.I : (a) Collaborate to design a dance using choreographic devices and dance structures to support artistic intent. Explain how to dancestructures clarify the artistic intent.Responding: Criteria for evaluating artistic work.DA: Re8.1.I : (a) Select and compare different dances and discuss their intent and artistic expression. Explain how the relationships among theelements of dance, use of body, dance technique, and context enhance meaning and support intent using genre specific dance terminology.DA: Re9.1.I : (a) Analyze the artistic expression of a dance. Discuss insight using evaluate criteria and dance terminology.Connecting: Synthesize and relate knowledge and personal experiences to make art. Realistic ideas and works with societal, cultural, and historicalcontext to deepen understanding.Cn10.1.I : (a) Analyze a dance to determine the ideas expressed by the choreographer. Explain how the perspectives expressed by the choreographermay impact one’s own interpretation. Provide evidence ti support one’s analysis. (b) Collaboratively identify a dance related question or problem.Conduct research through interview, research database, text, media, or movement. Analyze and apply information gathered by creating a groupdance that answers the question posed. Discuss how the dance communicates new perspective or realizations. Compare orally and in writing theprocess used in choreography to that of other creative, academic, or scientific procedures.VPA Cumulative Progress Indicator(s) and Number(s) (Established Goals)19

1.2.12.A.1 Determine how dance, music, theater, and visual art have influenced world cultures throughout history.1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in varioushistorical eras.1.1.12.A.3 Choreograph and demonstrate a solo or group dance in one of the following contexts: gender, ethnicity, socio-economic status,politics, age, and physical conditioning, in relation to dance performances.1.4.12.B.3 Compare, contrast and define the role of dance creation and performance in global society.Technology Standard(s)8.1.2.A.2 Create a document using word processing application8.1.5.E.1 Use digital tools to research and evaluate the accuracy of, relevance and appropriateness of using print and non-print electronic informationsources to complete a variety of tasks.8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and expertssynthesizing information from multiple sources.Interdisciplinary Standard(s)RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text, to analyzeinformation presented via different mediums.RH.9-10.9. Compare and contrast treatments of the same topic, or of various perspectives, in several primary and secondary sources; analyze howthey relate in terms of themes and significant historical concepts.Enduring Understandings: (What are the big ideas? What specific understandings about them are desired? Whatmisunderstandings are predictable?)Students will be able to recall and utilize information on the following key concepts: Identify the three eras of ballet through costumes, movement, accompaniment, and dance works. Identify and elaborate on the major contributors of the ballet eras. Execute and identify the order of a ballet class and the basic arm and feet positions. The timeline of ballet in the 19th and 20th centuries Identify the major ballet works of ballet history.20

Essential Question(s) : How did court dances influence ballet?What are the three eras of ballet?What are the significant ballets and contributors in the Romantic and Classical eras?How can the Romantic and Classical eras be distinguished?Who was the first ballerina en pointe?What was the name of the first ballet?How did the costumes change from era to era?What is the order of a ballet class?What are the five arms and feet positions?In this unit plan, the following 21st Century themes and skills are addressed:Check all that apply.Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, Aon the line before the appropriate skill.21 s t Century ThemesX21 s t Century SkillsGlobal AwarenessECritical Thinking & Problem SolvingEnvironmental LiteracyECreativity and InnovationHealth LiteracyECollaboration, Teamwork and LeadershipCivic LiteracyECross-Cultural and Interpersonal CommunicationFinancial, Economic, BusinessCommunication and Media Fluency21

and Entrepreneurial LiteracyAccountability, Productivity and EthicsIn this unit plan, the following Career Ready Practices are addressed:Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.ECRP1. Act as a responsible and contributing citizen and employeeECRP2. Apply appropriate academic and technical skillsCRP3. Attend to personal health and financial well-beingECRP4. Communicate clearly and effectively with reasonCRP5. Consider the environmental, social and economic impacts of decisionsTCRP6. Demonstrate creativity and innovationECRP7. Empl

In technique and dance history classes, students gain a deeper understanding of dance as an art form and leave the course with a bigger appreciation for dance. Course Description Dance History is designed to provide students with a significant background in dance genres, dance influencers, famous dance pieces, and history.

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